Search

A follow-up study aimed to examine whether the discriminative value of the relational information moderates the assimilative effect of EC despite opposition relational information, by adding a similarity relation.

This study takes a word-embedding approach to explore the association between basic and self-conscious emotions and the level of construal. We hypothesize that basic emotions will be associated with relatively more concrete concepts while self-conscious emotions will be associated with relatively more abstract concepts.

Measures, researcher instructions, data processing, analysis, and meta-analysis for a Registered Replication Report of Olson & Fazio (2001) to examine the evidence for evaluative conditioning outside of awareness/recollective memory. NB nomenclature has changed over time: despite the title of the original article, "implicit" here refers to self-reported attitudes that were acquired in the absence of awareness/memory of the CS-US pairings, rather than classical conditioning procedures giving rise to implicit attitudes.

Though there is renowned progress toward gender equality, and hostile sexism is usually frowned upon, benevolent sexism behavior still generally receives positive reinforcement from society. In this study, we will examine the explicit and implicit attitudes of single women towards benevolent sexism. We will check whether women who support gender equality, still possess implicit and/or explicit positive attitudes to benevolent sexism. Also, we will investigate whether these attitudes are related to attraction to a man who shows benevolent sexist behavior.

Supplemental material, sj-docx-1-psp-10.1177_01461672211024121 for Examining Automatic Stereotyping From a Propositional Perspective: Is Automatic Stereotyping Sensitive to Relational and Validity Information? by Tal Moran, Jamie Cummins and Jan De Houwer in Personality and Social Psychology Bulletin

Supplemental material, sj-docx-1-pss-10.1177_0956797620968526 for Incidental Attitude Formation via the Surveillance Task: A Preregistered Replication of the Olson and Fazio (2001) Study by Tal Moran, Sean Hughes, Ian Hussey, Miguel A. Vadillo, Michael A. Olson, Frederik Aust, Karoline Bading, Robert Balas, Taylor Benedict, Olivier Corneille, Samantha B. Douglas, Melissa J. Ferguson, Katherine A. Fritzlen, Anne Gast, Bertram Gawronski, Tamara Giménez-Fernández, Krzysztof Hanusz, Tobias Heycke, Fabia Högden, Mandy Hütter, Benedek Kurdi, Adrien Mierop, Jasmin Richter, Justyna Sarzyńska-Wawer, Colin Tucker Smith, Christoph Stahl, Philine Thomasius, Christian Unkelbach and Jan De Houwer in Psychological Science

People like positive objects (e.g., fun activities) and dislike negative objects (e.g., boring activities). However, objects usually do not appear in isolation; They are often objects of an action (the boring activities were removed from a class). Using a wide array of stimuli and procedures, 11 experiments (N = 5,574) found that evaluation of objects is biased by the outcome of an action performed on the objects. For example, when participants read that a gene increases the likelihood of possessing the trait kindness (an action with a positive outcome) they evaluated kindness more positively than after reading the gene inhibits the trait (an action with a negative outcome). Conversely, they disliked dishonesty more after reading about genes that increased dishonesty than after reading about genes that decreased dishonesty. The effect was incompatible with logical inference from the information provided. We found evidence that misattribution of the valence of the action’s outcome to the action’s object contributes to this effect. These findings extend knowledge about the factors that lead to evaluative change. Importantly, the results demonstrate a recursive evaluation process: the valence of the outcome of an action on the object determines the evaluation of the object, but the valence of the outcome is already based on a previous evaluation of the object itself.

Association first is our name for three working hypotheses about evaluative learning that we have found useful for generating novel research questions, uncovering novel findings, and explaining existing findings. We base these hypotheses on the distinction between associative information (the information that two concepts are related) and relational information (the information about the specific relation between the two concepts). The hypotheses are: (1) It is easier to process (encode and retrieve) associative information than relational information; (2) It is easier to process associative information and relational information than to make inference based on relational information; (3) When people encounter an object, they consider the activation of mental links between the mental representation of the object and valence valid evidence that the activated valence characterizes the object. We demonstrate how these hypotheses generate useful assumptions about Evaluative Conditioning, and open paths for further research on evaluative learning and evaluation.